Ventilación profiláctica no invasiva en cirugía cardíaca

UNICEF estimates that between 75,000 and 640,000 Australian children and young people live with domestic violence.45 _{This is a powerful reason to focus efforts on fostering respectful}

relationships among children.

Participation in respectful relationships programs can have a lasting effect on children’s later relationships, as adult relationships are shaped in important ways by the norms and practices they take on in adolescence. Many children and young people experience violence in their homes (one in four young people have witnessed an act of physical violence against their mother or stepmother)46 _{and it is known that young people are being subjected to, and perpetrating, violence}

themselves. There is already some degree of tolerance for violence against girls and women amongst children and young people. The need to change these existing norms is evident.

Prevention activities for children and young people are best provided at the location where they are typically found, at school. Students of all ages can be taught critical skills to identify taken-for- granted social attitudes and beliefs about gender that support relationship and family violence.47

Schools have distinct advantages as sites for respectful relationships education because:

» They are where children and young people spend much of their time

» They allow the repeated collection of data over time for the purpose of evaluation

» They provide potential for synergy between violence prevention and respectful relationships education

» Knowledge and practice resources for the delivery of schools-based prevention programs are well developed

» They are well placed to be the site for partnerships between young people, parents, teachers and others such as social workers, counsellors and school-based chaplains

» School-based programs provide the strongest evidence of effectiveness of the wide range of prevention strategies that are available.49

“

no respect for women. They probably learn those behaviours from their fathers. I think they need to be educated permanently. That

we’re equal.

_”

from a contributor to the Taskforce

“

strong framework for their understanding, skill development and their help-seeking behaviour. It is foundation work, similar to numeracy and literacy. You provide the scaffolding in the primary

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In short, there is evidence that school-based programs produce positive and lasting change in attitudes and behaviours that contribute to domestic and family violence.

Snapshot: Breaking the Silence

White Ribbon’s Breaking the Silence in Schools program drives attitudinal and behavioural change with young people aged 8 to 18 across primary and secondary schools. It is currently delivered in New South Wales, Victoria and the Australian Capital Territory.

The program assists schools to develop strategies to challenge ideas about gender and power that can contribute to violent behaviours and attitudes.

It is suited to both primary and secondary school aged students and takes the approach of facilitating and enhancing respectful relationships within the school culture, filtering in to classroom activities and engaging students in learning and experiencing respectful relationships. Delivery of the program involves a series of three facilitated workshops delivered to school principals and senior leaders, which aim to establish a commitment within the school, and offer understandings and stimuli to engage students in the prevention of men’s violence against women and girls.

The Taskforce received a large number of written submissions suggesting respectful relationships education in schools is required. This was also heard time and again during

consultation activities across the state. Views on the specific aspects about how these programs should be implemented varied. There was broad agreement that school-based programs should take a whole-of-school approach, be flexible so that the program can meet the individual needs of a school, complement existing school curricula without adding a new component to the national curriculum and occur over consecutive years across primary and secondary school. In their report, the Legal Affairs and Community Safety Committee also highlighted the need for education programs targeted at young people, including school-based programs that aim to shape appropriate attitudes to women and violence and develop positive behavioural and relationship skills.50

Respectful relationships education is an important focus of the National Plan to Reduce Violence

against Women and their Children, particularly in the context of including respectful relationships

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Previous work in Queensland on the feasibility of introducing educational programs in state schools confirmed that school principals believed issues around violence and promoting positive gender relationships were serious educational concerns.51 _{A significant amount of work has}

occurred in Victoria on the best way to approach respectful relationships programs in schools. The Victorian Department of Education and Early Childhood Development has identified five criteria of good practice for school-based programs. The criteria are:

1. A whole-school approach (i.e. avoiding one-off sessions)

2. A program framework and logic

3. Effective curriculum delivery

4. Relevant, inclusive and culturally sensitive practice

5. Impact evaluation.

LOVE BITES and Breaking the Silence are two examples of school-based programs that have

demonstrated positive results.

Snapshot: LOVE BITES

LOVE BiTES is a school-based domestic and family violence and sexual assault prevention program aimed at young people between the ages of 14-17, designed by the National

Association for Prevention of Child Abuse and Neglect (NAPCAN). Since its commencement in 2003, over 100,000 secondary school students across Australia have participated in the program which challenges perceptions of sexual assault and violence.

The LOVE BiTES program has run in approximately 40-50 schools across Queensland. Students who participated have expressed positive comments about the program such as “I liked that it was confronting but taught us a lot of how we can help ourselves” and “I liked that it was very informative and we were able to see the reality of sexual assault and domestic violence”. Students also reported taking positive lessons from the program, including “I learnt that there are many kinds of domestic violence” and “I learnt about the right things to do in relationships”. The program consists of interactive education workshops, followed by creative workshops and community campaigns, and is delivered by local community agencies who have been trained as facilitators. Facilitators include sexual assault counsellors, school and family counsellors, police officers, women’s refuge workers, school teachers and other professionals. Over 500 workers and teachers have been trained across Queensland to date.

LOVE BiTES is based on best practice standards for education programs and is prevention focussed, with the capacity to get in early to help empower young people and provide support and education about respectful relationships. NAPCAN is exploring ways to incorporate a whole- of-school based approach to violence prevention, and have developed programs for the K-12 student year groups.

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Just as there is research to support good practice, evidence is also available about what not to do in school-based programs. This includes concentrating efforts only on those children who are already living with violence or ‘at risk’ of this occurring, focusing only on the production of information resources, or lecturing students without interaction.52 _{It is also not enough to}

introduce only a school-based program to change student’s attitudes and behaviours around gender and violence. Research has shown the impact of initiatives is ‘dampened’ when they occur in isolation and when broader community or social practices and norms do not support the messaging.53 _{The Taskforce believes that school-based programs about respectful and}

healthy relationships must be accompanied by prevention strategies in other settings, for example, social media campaigns, community initiatives and/or sports based programs.

Recommendation 24:

The Taskforce recommends that the Queensland Government leads and facilitates the

introduction of programs in state schools to embed through the school life of all secondary and primary state schools a culture that emphasises:

» Developing and maintaining respectful relationships

» Respecting self

» Gender equality. Recommendation 25:

The Taskforce recommends that the Queensland Government leads and facilitates the introduction of programs to ensure that all secondary students can:

» Recognise domestic and family violence and where to go for help

» Safely intervene and provide support to victims. Recommendation 26:

The Taskforce recommends that the Queensland Government leads and facilitates the introduction of programs to ensure that all primary students can:

» Resolve conflict without violence

» Report fears and concerns safely. Recommendation 27:

The Taskforce recommends that the Queensland Minister for Education works with Queensland Catholic Education Council and Independent Schools Queensland to support introduction of similar programs in private schools in Queensland.

PAGE | 176 Recommendation 28:

The Taskforce recommends that Principals of non-government schools consider the Queensland Government program and incorporate as appropriate into the school culture. Recommendation 29:

The Taskforce recommends that the Queensland Government includes measures for implementing the programs into the performance agreements of Principals and Deputy- Principals of state schools.